Mapping the Interaction between High-Stake Testing and Curriculum Reform: A Case Study in Mainland China

Autor/inn/en	Huang, Xian-Han; Lee, John Chi-Kin
Titel	Mapping the Interaction between High-Stake Testing and Curriculum Reform: A Case Study in Mainland China
Quelle	In: Curriculum and Teaching, 30 (2015) 2, S.81-98 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-416X
DOI	10.7459/ct/30.2.06
Schlagwörter	Interaction; High Stakes Tests; Curriculum Development; Case Studies; Foreign Countries; Context Effect; Teaching Methods; Qualitative Research; Semi Structured Interviews; Standardized Tests; Chinese; Secondary School Teachers; Secondary School Students; Language Teachers; Grade 10; Grade 11; Grade 12; China + Suchen Sie Ihr Suchwort? Interaktion; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Case study; Fallstudie; Case Study; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Standadised tests; Standardisierter Test; China; Chinesen; Sekundarschüler; Language teacher; Sprachunterricht; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	This study explores how contextual factors affect the instructional reaction of teachers to the changes in the high-stake testing. The results obtained from an investigation of 11 teachers from five senior middle schools show that contextual factors can be categorized into three, namely, traditional exam culture, leadership at district and school levels, and teachers and students' background at the classroom level. These results elucidate the idiosyncrasies of Chinese exam culture, as well as the complicated effects of other crucial contextual factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01